What does proficiency (and varying degrees of proficiency) of a task look like?

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Rubric Development

What is a Rubric?

  • A rubric is a set of scoring guidelines for judging the work of performance-based tasks.

The rubric answers the question:

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What does proficiency (and varying degrees of proficiency) of a task look like?

A scaled set of criteria clearly defines for students and teachers what the range of acceptable/unacceptable performance looks like.

The criteria provide descriptions of each level of performance in terms of what students are able to do and assigns labels (e.g., excellent, proficient, unacceptable) to these levels.

Rubrics can be used to evaluate both process and content.

Rubrics can be created by teachers, students and/or other interested parties.

Rubric Attributes

Descriptors should use language that is maximally descriptive of each level of performance and its most defining characteristics.

Criterion referenced

The most important point on the scale to establish and define is the proficient level.

The number of points on the scale should be large enough to be effective but small enough to be reliable and manageable.

Descriptors of each point on the scale should represent a smooth continuum.

Analytic Scoring: Provides precise diagnostic information.

  • Reasons for use:
  • Provides concrete information about strengths and weaknesses.
  • Utilizes information to address the learners’ needs.

Rubric Types

HOLISTIC: A holistic rubric contains multiple categories and descriptions within each category. The assessor views the work being assessed as a whole.

PURPOSE-Gives the “Big Picture“

ADVANTAGES-Amount of work evaluated; Efficient

DISADVANTAGES-Lacks specificity; best used for benchmark assessments or program assessments

Holistic Rubric Scoring Example
TASK # 1: Measure the height of two seedlings and record results.
TASK # 2: Explain recorded measurements of growth pattern.

Advanced Proficient Basic Below Basic
ALL CRITERIA ARE MET AND THE WORK EXCEEDS THE ASSIGNED TASK. WORK CONTAINS ADDITIONAL UNEXPECTED OR OUTSTANDING FEATURES. RESULTS MEET THE CRITERIA. RESULTS MEET SOME OF THE CRITERIA. DOES NOT COMPLETE THE TASK. SHOWS NO COMPREHENSION OF THE ACTIVITY.
Measurements are accurate. Data is systematically recorded. More than reasonable explanations are provided. Approximate measurements are recorded. Explanation for growth pattern is provided. Results are not recorded, but approximate measurements were used. Explanation relates to unit activities, but does not explain growth pattern. Results are not recorded. Inaccurate measurement procedures were used. No explanation is given or one that makes no sense.

Holistic Rubric –
Task: Assess your last restaurant dining experience

Item of Interest (Categories) Exceeded all expectations (Criteria) Met my expectations (Criteria) Mediocre (Criteria) Poor (Criteria)
Overall Experience

Rubric Types

ANALYTICAL: An analytical rubric looks at specific aspects of the work being assessed. The assessor judges the work by examining its elements.

PURPOSE-Provides specific feedback on level of performance of each element or component

ADVANTAGES-Analyzes each component; identifies needs and strengths

DISADVANTAGES-Time needed for use

Restaurant Visit
Analytical Rubric Scoring Example.

Item of Interest (Categories) Exceeded all expectations (Criteria) Met my expectations (Criteria) Mediocre (Criteria) Poor (Criteria)
  Service
  Quality of food
  Atmosphere
  Value
  Cleanliness
  Parking
  Overall Experience

Analytical Rubric Scoring Example [Breaks Assessment Task Into Parts]
TASK # 1: Measure the height of two seedlings and record the results.
TASK # 2: Explain recorded measurements of growth pattern.

Advanced Proficient Basic Below Basic
TASK # 1: Measure the height of two seedlings and record results. Measurements are accurate. Data is systematically recorded. Approximate measurements are recorded. Results are not recorded, but approximate measurements were used. Results are not recorded. Inaccurate measurement procedures were used.
TASK # 2: Explain recorded measurements of growth pattern. More than reasonable explanations are provided. Explanation for growth pattern is provided. Explanation relates to unit activities, but does not explain growth patterns. No explanation is given or one that makes no sense.

ANALYTICAL SCORING SCALE FOR PROBLEM SOLVING

ANALYTIC SCORING SCALE COMMENTS
UNDERSTANDING THE PROBLEM 3: Complete understanding of the problem. 2: Minor misunderstanding of the problem. 1: Major misunderstanding of the problem. 0: Complete misunderstanding of the problem.
MAKING A PLAN 2: Plan is appropriate for problem. 1: Partially correct plan or a plan that could have property. 0: No attempt or totally inappropriate plan.
SOLVING THE PROBLEM 3: Correct answer. 2: Copying or computational error; partial answer. 1: Incorrect answer based on inappropriate plan. 0: No answer.
LOOKING BACK ON THE PROBLEM 2: Checks and extends answer; able to generalize results. 1: Checks and correctly labels answers. 0: Does not check for reasonableness of answer.

Steps in Creating a Rubric

  • Determine the criteria for the assessment:
  • Identify criteria that relate to the process and the content.
  • What are the levels of performance? What does “proficient” look like?
  • Describe the proficient level by brainstorming all the elements.

Steps in Creating a Rubric

  • Determine the essential categories in terms of performance behaviors, for example:
  • Content
  • Organization
  • Design

Steps in Creating a Rubric

  • Design learning performance assessment:
  • Focus on clear results.
  • Determine the performance that demonstrates achievement of the standard (process or product).

Steps in Creating a Rubric

  • Write descriptors for each of the categories in terms of performance behaviors:
  • Start with what “proficient” looks like.

Steps in Creating a Rubric

  • Write descriptors for scale levels in terms of performance behaviors, for example:
  • Advanced
  • Proficient
  • Basic
  • Below Basic

Tips for Developing Rubrics

Work with peers. It is always helpful to have someone react to and critique your assessments. It is especially helpful if you teach in the same area.

Start with a project or activity you have used before. When you start with something familiar you already have a pretty good idea of what you are looking for and what students’ work will look like.

Examine sample rubrics. Look at well-written examples in your subject area if available. If someone else’s statements are clear, you can adapt or modify some of the language.

Don’t expect perfection. View each rubric as a draft that will be improved upon after you have used it with students.

Start writing each rubric with what represents proficient.

Don’t try to assess everything in one task. Choose the three areas you are most concerned about for that performance task and assess them well. Focusing students’ attention on a few criteria will result in higher quality work.

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